Integrating*Technology*into*the*Classroom* Trevor*Moore ...
[Pages:13]Technology
in
the
Classroom
1
Integrating
Technology
into
the
Classroom
Trevor
Moore
Western
Oregon
University
Introduction:
Technology
in
the
Classroom
2
In
our
ever--evolving
world,
we
have
seen
the
emergence
of
technology
in
all
aspects
of
our
lives.
People
use
technology
as
a
form
of
entertainment,
as
a
tool
to
help
them
communicate
with
other
people,
to
help
them
monitor
their
health
and
as
a
tool
to
help
them
enhance
their
work.
When
out
in
public,
it
is
common
to
see
numerous
people
using
some
form
of
technologic
device.
While
at
the
mall,
it
is
common
to
see
people
talking
on
their
phones,
texting
people
or
posting
on
their
social
network
sites.
At
a
doctor's
offices
you
will
likely
see
people
playing
on
their
tablets
or
using
their
cell
phones,
and
it
is
even
common
practice
to
see
these
devices
being
used
by
people
who
are
working
out
at
the
gym.
Although
technology
has
been
embraced
in
many
areas
of
society,
there
are
still
some
areas
that
resist
it.
Oliver,
Osa
&
Walker
explain
that
"While
society
in
general
has
embraced
21st
century
technology
innovations
for
daily
living,
a
gap
remains
in
the
understanding
of
appropriate
uses
for
technology
in
the
learning
environment
(Banister
&
Ross,
2006)"
(2012).
Unfortunately
instructional
technologies
have
not
been
utilized
to
their
full
potential.
The
focus
of
this
essay
is
to
show
that
instructional
technologies
should
be
integrated
into
the
classroom
because
when
they
are
used
appropriately,
they
can
have
a
positive
impact
on
student
achievement.
Throughout
this
essay
the
ideas
of
leading
advocates
of
integrating
technology
into
the
classroom
will
be
discussed.
These
leading
advocates
are:
Billings
&
Mathison,
2011;
Moyer--Packenham
&
Suh,
2012;
Madden,
Lenhart,
Duggan,
Cortesi
&
Gasser,
2013;
Bauerlein,
2008.
The
ideas
of
leading
critics
of
integrating
technology
into
the
classroom
will
be
addressed.
The
critics
addressed
in
this
essay
are:
Richtel,
2010;
Almekhlafi
&
Almeqdadi,
2010.
Technology
in
the
Classroom
3
In
the
past
several
years,
a
new
topic
has
emerged
in
the
debate
among
educators
regarding
whether
or
not
integrating
various
forms
of
instructional
technologies
into
the
classroom
will
actually
aid
in
the
learning
process
and
increase
student
achievement.
Some
educators
that
believe
that
it
is
worth
the
time
and
the
effort
to
integrate
instructional
technologies
into
the
classroom
because
when
used
correctly
they
will
have
a
positive
impact
on
student
learning
as
well
as
increase
student
achievement
(Billings
&
Mathison,
2011;
Moyer-- Packenham
&
Suh,
2012;
Madden,
Lenhart,
Duggan,
Cortesi
&
Gasser,
2013;
Bauerlein,
2008).
Oliver,
Osa
&
Walker
explain
that
"...not
only
does
the
use
of
instructional
technologies
help
to
improve
student
achievement
while
facilitating
communication
and
collaboration,
but
also
helps
to
prepare
students
for
the
workforce
of
the
21st
century
(partnership
for
21st
Century
Skills,
2009)"
(2012).
Advocates
of
technology
integration
also
believe
that
using
technology
in
the
classroom
will
create
a
more
positive
and
more
exciting
learning
environment
(Billing
&
Mathison,
2011;
Moyer--Packenham
&
Suh,
2012).
By
integrating
technology
into
classroom
activities,
the
students
will
be
having
more
fun
while
they
are
learning,
they
will
be
more
engaged
in
the
lessons
and
activities
and
they
will
be
much
more
motivated
to
learn
the
material.
On
the
other
hand,
some
educators
believe
that
integrating
the
use
of
technologies
into
their
classrooms
will
cause
more
of
a
distraction
to
the
students
than
it
will
increase
student
achievement.
As
described
by
Matt
Richtel,
"Students
have
always
faced
distractions
and
time-- wasters.
But
computers
and
cellphones,
and
the
constant
stream
of
stimuli
they
offer,
pose
a
profound
new
challenge
to
focusing
and
learning"
(2010).
These
devices
provide
the
students
with
so
many
ways
of
becoming
distracted
that
they
are
unable
to
resist
using
them
in
ways
Technology
in
the
Classroom
4
that
are
inappropriate
during
class
time.
Critics
also
believe
that
not
only
are
the
technologies
distracting
students,
they
also
disrupt
the
lessons
flow.
Technological
devices
take
time
to
be
turned
on,
warmed
up
and
set
to
the
correct
application
that
is
needed
for
a
specific
lesson
or
activity.
Another
problem
that
critics
have
with
implementing
instructional
technologies
into
the
classroom
is
that
they
are
very
unreliable.
Many
times
there
are
technical
issues
that
cause
the
devices
to
either
work
very
slowly
or
often
times
not
even
work
at
all.
Some
educators
believe
that
these
issues
make
it
not
worth
the
time
and
effort
to
try
and
implement
these
devices
into
their
teaching
practices
(Richtel,
2010;
Almekhlafi
&
Almeqdadi,
2010).
Advocates
of
Integrating
Technology
into
the
Classroom:
Advocates'
main
argument
of
implementing
instructional
technologies
into
the
classroom
is
that
when
they
are
used
in
appropriately
they
increase
student
achievement.
Billings
and
Mathison
(2011)
discuss
two
ways
that
instructional
technologies
aide
in
raising
student
achievement
is
that
they
do
a
very
good
job
of
engaging
the
students
in
the
material,
and
they
get
students
excited
to
participate
in
educational
activities.
For
this
study,
Billings
&
Mathison
(2011)
had
a
group
of
fourth
grade
students
participate
in
a
camp
in
which
they
would
go
to
a
local
museum
and
participate
in
a
variety
of
activities
that
were
connected
to
the
California
state
standards.
The
students
first
took
a
pre--test
about
the
information
that
they
would
learn,
and
then
they
were
split
into
two
groups.
Group
one
got
to
watch
podcasts
on
their
own
iPod
before
and
after
the
activities
each
day,
which
highlighted
the
important
information.
The
students
that
were
in
group
one
were
allowed
to
watch
the
podcasts
as
many
times
as
they
wanted
to
so
that
they
completely
understood
the
material.
The
students
in
group
two
watched
the
same
videos
one
time
before
they
participated
in
the
day's
activities
Technology
in
the
Classroom
5
and
one
time
after
they
completed
the
day's
activities.
These
students
also
had
to
watch
the
videos
on
a
DVD
with
the
rest
of
the
group
rather
than
by
themselves
on
their
own
iPod.
Throughout
the
study,
Billings
and
Mathison
(2011)
noticed
that
the
students
in
the
first
group
seemed
to
be
much
more
excited
to
participate
in
the
activities
that
the
students
in
the
second
group.
One
of
the
museum
educators
stated
that
"...students
receiving
the
podcast
intervention
demonstrated
high
levels
of
knowledge
retention
and
increased
excitement
about
learning
the
material"
(Billings
&
Mathison,
2011).
After
completing
all
of
the
activities
the
students
took
a
post--test
over
the
information
that
they
learned.
Billings
and
Mathison
(2011)
found
that
the
students
in
group
one
achieved
much
larger
learning
gains
than
the
students
in
group
two
achieved.
This
study
shows
that
Billings
and
Mathison
(2011)
were
able
to
effectively
integrate
the
use
of
iPods
into
their
activities
and
that
the
iPods
increased
student
achievement
and
student
engagement.
Another
reason
why
some
educators
are
advocating
for
the
integration
of
instructional
technologies
into
the
classroom
is
because
they
can
be
tailored
to
reach
every
student's
learning
needs
regardless
of
their
achievement
level.
Moyer--Packenham
and
Suh
(2012)
demonstrated
how
teachers
can
implement
the
use
of
a
piece
of
technology
into
a
single
lesson,
an
activity
or
an
entire
unit
that
will
allow
all
of
their
students
to
have
success
no
matter
what
their
achievement
level
is.
Moyer--Packenham
and
Suh
(2012)
wanted
to
see
if
integrating
virtual
manipulatives
into
mathematics
lessons
would
have
an
influence
on
different
achievement
groups.
Moyer--Packenham
and
Suh
(2012)
split
the
58
fifth
grade
students
into
four
groups.
There
was
one
low
achievement
group,
two
average
achievement
groups
and
one
high
achievement
group.
The
low
achievement
group,
one
of
the
average
achievement
groups
Technology
in
the
Classroom
6
and
the
high
achievement
group
were
allowed
to
use
the
virtual
manipulatives
during
the
math
lessons
while
the
second
average
achievement
group
was
not.
All
of
the
students
were
taught
the
same
material
by
the
same
teacher
but
they
were
separate
from
the
other
three
groups.
After
the
unit,
the
students
were
tested
on
their
understanding
of
the
information
that
they
had
just
been
taught.
The
results
of
the
test
showed
that
the
students
in
the
low
achievement
group
had
the
largest
learning
gains
among
all
of
the
groups,
the
average
achievement
group
that
used
the
virtual
manipulatives
had
the
second
highest
learning
gains,
the
high
achievement
group
made
the
third
largest
learning
gains
and
the
average
achievement
group
that
used
the
physical
manipulatives
made
the
least
amount
of
learning
gains
from
the
pre--test
to
the
post--test
(Moyer--Packenham
&
Suh,
2012).
These
results
indicate
that
the
integration
of
virtual
manipulatives
helped
the
students
better
learn
the
material
because
all
three
of
the
groups
that
were
used
the
virtual
manipulatives
performed
better
on
the
assessment
than
the
group
that
used
the
physical
manipulatives.
The
virtual
manipulatives
provided
the
students
in
the
average
and
low
achievement
groups
with
feedback
and
the
extra
support
that
they
need
to
learn
the
material
and
how
to
solve
the
equations.
The
virtual
manuipulatives
provided
the
high
achievement
groups
with
several
examples
so
that
they
could
quickly
find
patterns
that
would
help
them
figure
out
how
to
solve
the
equations.
Although
each
achievement
group
used
the
virtual
manipulatives
in
different
ways
and
for
various
means
of
support,
the
virtual
manipulatives
were
able
to
adapt
to
each
students
individual
needs
so
that
they
could
get
the
most
out
of
the
lessons.
Some
educators
are
also
advocating
for
the
integration
of
instructional
technologies
into
the
classroom
because
more
students
today
are
growing
up
in
homes
that
have
some
form
of
Technology
in
the
Classroom
7
technology.
In
the
United
States
93
percent
of
children
between
the
ages
of
12
and
17
have
a
computer
at
their
home
and
23
percent
of
students
today
that
are
between
12
years
old
and
17
years
old
have
a
tablet
computer
(Madden,
Lenhart,
Duggan,
Cortesi
&
Gasser,
2013,
1).
This
means
it
is
likely
that
if
you
have
30
students
in
your
class,
21
of
them
have
a
computer
at
home
and
18
of
them
have
a
tablet
computer.
If
students
are
becoming
familiar
with
using
various
devices,
teachers
need
to
try
and
utilize
these
skills
to
help
them
better
teach
their
students.
These
are
two
reasons
that
some
educators
believe
that
if
we
truly
want
to
connect
the
students
to
the
material
and
get
them
excited
about
learning,
we
have
to
implement
technology
into
our
classrooms.
In
The
Dumbest
Generation:
How
the
digital
age
stupefies
young
Americans
and
jeopardizes
our
future
(or,
don't
trust
anyone
under
30),
Bauerlein
recalled
a
time
when
he
was
teaching
in
which
he
gave
his
students
a
homework
assignment
in
which
they
needed
to
memorize
a
poem
of
their
choice
so
that
they
could
recite
it
to
the
class.
One
of
the
students
in
the
class
questioned
Bauerlein
on
why
they
needed
to
do
an
assignment
like
that.
Looking
back
on
that
interaction,
Bauerlein
(2010)
realized
that
the
student
was
not
trying
to
be
rude.
She
just
didn't
understand
why
it
was
necessary
for
her
to
do
that
kind
of
assignment.
This
shows
us
that
students
today
value
very
different
things
than
students
did
before
technology
was
so
prevalent.
When
I
was
teaching
in
a
first
grade
classroom,
I
found
that
when
I
integrated
the
use
of
the
document
camera
or
showed
videos,
the
students
were
much
more
engaged
in
the
lesson.
If
students
are
not
fully
engaged
in
the
material,
they
will
not
achieve
to
their
highest
ability
and
as
a
result
they
will
not
get
the
most
out
of
their
education.
Critics
of
Integrating
Technology
into
the
Classroom:
Technology
in
the
Classroom
8
Although
there
are
many
educators
who
believe
that
it
is
essential
for
instructional
technologies
to
be
integrated
into
the
classroom,
there
are
many
educators
who
believe
the
exact
opposite.
These
educators
believe
that
integrating
technology
into
the
classroom
will
cause
more
harm
than
good.
One
main
argument
that
critics
of
educational
technologies
state
is
that
rather
than
aiding
the
students
in
learning
the
material,
they
create
a
major
distraction
for
the
students.
In
2010
Matt
Richtel
wrote
a
piece
called
"Growing
Up
Digital,
Wired
for
Distraction"
in
which
he
discusses
how
technology
has
jeopardized
the
future
of
a
high
school
student
in
California.
Richtel
(2010)
begins
the
paper
by
describing
how
the
student
only
had
to
read
one
book
over
the
course
of
the
entire
summer,
but
because
the
students
ended
up
spending
huge
amounts
of
time
on
Facebook,
YouTube
and
creating
digital
videos,
he
only
read
43
pages
in
two
months.
Although
this
student
is
entering
his
senior
year
of
high
school
and
is
hoping
that
his
grades
will
improve,
he
was
unable
to
complete
his
one
summer
homework
assignment
because
he
was
constantly
distracted
by
technology.
Richtel
explains
that
"Researchers
say
the
lure
of
these
technologies,
while
it
affects
adults
too,
is
particularly
powerful
for
young
people.
The
risk,
they
say,
is
that
developing
brains
can
become
more
easily
habituated
than
adult
brains
to
constantly
switching
tasks
--
and
less
able
to
sustain
attention"
(2010).
This
implies
that
children
are
easily
distracted
and
even
if
they
know
what
they
are
doing
is
wrong,
they
are
unable
to
resist
the
temptation.
Richtel
(2010)
then
goes
on
to
discuss
how
this
student
began
working
harder
on
his
school
work
and
began
getting
the
grade
that
he
needed
so
that
he
could
get
into
his
college
of
................
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